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Article 1
 HYPERLINK "http://www.solutionwatch.com/519/back-to-school-with-the-class-of-web-20-part-3/" 	The website, http://www.solutionwatch.com/519/back-to-school-with-the-class-of-web-20-part-3/ contains an article entitled Solution Watch: Back to School with the Class of Web 2.0: Part 3.  This article explains and provides useful, authentic, and practical applications for web-based programs such as blogs, Photo Sharing with Flickr, Podcasting, Wikipedia and Wikis, Videosharing, Googledocs, Google Video, YouTube, and VideoJug.  It also provides useful information about future Web 2.0 courses as well as the futuristic insight of School 2.0.
	Blogs are a useful way for students to respond to various educational tasks and assignments.  It promotes social networking as well as encourages students to respond to other students metacognition.  It encourages self-reflection as well as interactive collaboration.  I could relate to the article when it stated I often found, and many teachers have noted this as well, that the students would publish to their school blogs even when not instructed to.  As an educator that has incorporated the use of blogs as a literacy tool in my classroom, students will ask if they can blog a book.  When is the last time a student asked to do more work?  Although this article provided useful information about blogs, I was somewhat confused about the pingback and trackback information.  In this article, the student testimonials are authentic and provide the educational audience with insight and motivation.
	In addition, the article provided excellent examples of the application Photo Sharing with Flickr.  This web-based program allows you to make comments about posted pictures and write clarifications regarding the picture that was posted.  The article illustrated its effectiveness in various university art programs.
	Many of the programs above support the differentiation of instruction much like the web-based application called Podcasting.  Podcasting in the classroom allows students to watch videos which correlate with a certain subject matter.  Students may create a podcast as well as watch a previously designed podcast.  For students who are unable to attend school (due to illness and vacations), this application functions as a distance learning option.
	Another distance learning option may be the utilization of the Wiki or Wikipedia.  Recently, I created my own wiki page and I was impressed with its user friendly nature.  Wikis are a sort of interactive classroom or webpage;  however, Wikipedia is a little different.  Wikipedia allow various comptuter users to add new information to various entries on Wikipedia.  The one draw back is the information may not be true.  This site is a great site to teach students and adults about nonfiction facts and fictional opinions.  When using Wikipedia, teacher must be aware of the content and make sure that the research is safe and age appropriate.
To many school systems, video sharing sites are evil. They are blocked from students in an attempt to hide non-educational material and explicit content. Well I say, big mistake! I will admit, I have seen many hilarious, pointless, painful, and explicit videos on video sharing sites, but I can also say that I have learned a whole lot from them.  The previous quote, taken from the article, exemplifies the necessity of web-based precautions.  Video sharing may be useful; however, it is critical that educators view selected material prior to student usage.  Other applications such as Google Video, YouTube, and VideoJug provide a visual representation of assignments or subject matter.
The article concludes with a description of Web 2.0 courses offered at several colleges and universities across the country.  The vision for the future may be a branch of Web 2.0 described as School 2.0.  
Web-based applications are a vital way to differentiate instruction and incorporate technology.  This article provided a great introduction and summary to web-based applications.

Article #2
TIME Magazine
How to Bring Our Schools Out of the 20th
Century
	Although published in 2006, this revolutionary article shows the need for a technology rich classroom as well as a classroom that fosters critical thinking and collaboration.  The comparison of American classrooms to learning environments in other countries is intriguing.  
	In many American schools and classrooms, students are not taught about the globalization and collaboration in education.  The ability to work in teams, speak a language other than English, and solve abstract problems are a few skills lacking in American schools.  This article states that American schools look much the same as they did one-hundred years ago.  Many analysts believe that to achieve the right balance between such core knowledge and what educators call "portable skills"--critical thinking, making connections between ideas and knowing how to keep on learning--the U.S. curriculum needs to become more like that of Singapore, Belgium and Sweden, whose students outperform American students on math and science tests. Classes in these countries dwell on key concepts that are taught in depth and in careful sequence, as opposed to a succession of forgettable details so often served in U.S. classrooms. Textbooks and tests support this approach. "Countries from Germany to Singapore have extremely small textbooks that focus on the most powerful and generative ideas," says Roy Pea, co-director of the Stanford Center for Innovations in Learning. These might be the key theorems in math, the laws of thermodynamics in science or the relationship between supply and demand in economics. America's bloated textbooks, by contrast, tend to gallop through a mind-numbing stream of topics and subtopics in an attempt to address a vast range of state standards.  I think that all educators can agree that the American curriculum is structured to meet a quantity of content instead of a focus on quality instruction of subject matter.  Through the use of Web 2.0, students may understand the collaboration and global aspects of education needed to survive in the global job market.
	The utilization of Web 2.0 inspired one educator to found Curriki.org.  This website is extremely useful.  It allows you to search and find lesson plans as well as video that may enhance your own lesson plan.  A brief exploration of the website proved very useful.  I was able to locate a variety of books to utilize in curriculum design.
	The benefits of a global,  technologically-advanced learner are infinite.  This article supports the need for the integration of technology in my classroom.  In addition, school districts, taxpayers, and large companies need to provide the capital for technology in the classroom.

Article #3
Student Collaboration using Web 2.0 Technologies
	
Can project based teaching with web 2.0 technologies: wikis, blogs, Google docs, and podcasts increase students motivation and engagement?  This article supports the effectiveness of social networking in the classroom.
	The main point of this article is that student collaboration is essential.  Since classrooms need to focus on a collaborative approach, parents need to understand this research-based view as well.  Whether the collaboration may be through blogging, wikis, and/or podacsts, these web-based tools increase student motivation and the student is in control of his or her own learning.
	This article provided me with insight as to how to adapt the web-based tools to a first grade level.  The technological applications should be student-centered;  therefore, I need to study how to simplify and modified these applications.  I feel as though I should be the facilitator and my students are the creators.
	
	







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l 4   a      ( k@ (           N o   L i s t          0 U@  0    s!   	 H y p e r l i n k    >*B*        0      !   z          z         z           S                      %   /     ?  |  =	    y  G          =  E  Y  Y                d                          0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      0             p  `      %   /     ?  |  =	    y  G          =  E  Y  Y                                ^   x             ^   x                                    k                k                k                k          J  \r            J  \r          00I PN  8o             J   \r          @                  @                 @                   ^   x  =          ^   x  =           ^   x  Y           ^   x  Y           ^   x  Y           ^  x  Y           ^  x  Y        @                 
@                 @                 @                 @                  0I PN  8o           @  ^   x                           ^   x           0I PN  8o            $  $           $  $           $     /           X       
                                        #  +  2  8  @      o  |  \  a          w  |                      }        }	  	  	  	  	  	  	  	  ,
  5
  N
  W
  f
  o
  
  
  X  a      !  (  .  6  =  C  E  J  L  R  ]  f                                                                                                             0  <   
  *
  3  6                 :  :  :  :  :  :  @     0\                        p   @      U n k n o w n                                   G                         T i m e s   N e w   R o m a n   5                               S y m b o l   3                         A r i a l   KM                                T i m e s - R o m a n   T i m e s   C  
 +rp                      L u c i d a   G r a n d e   Y M                                H e l v e t i c a - B o l d   H e l v e t i c a   ;                                H e l v e t i c a   7                         V e r d a n a      q   h    vCvC         i                                                                                                                                                                                                                                                                                                                                                            >4    d      	                                                                                                                            `         W i k i   P a r t i c i p a t i o n        F r a n k l i n  F r a n k l i n                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
                    Oh +'0   |(                                               	          
   0     <  
   H     T     \     d     l     t     '        Wiki Participation                  Franklin                    Normal        Franklin          2         Microsoft Word 11.3.5   @           @    =@    =         i              G    '  PICT&      b     H   H        b       
          b        H   H         -Č-      b      b    	      	      	      	      	      	      	      	      	      	      	      E   o{Bwso{^o{^s V
o{ZVwNssco{^NsVwskZ      wcwVs^s   	      [   kZw w w w wswowwwwwww      =kZR^VZRZZ^wRg?Nk_k_VRRVZRg?RVVRg?cRcZNk_ck_^k_RVcJ_ZsZJ_ZZcVk_g?Ng?RVcNZZs   e   swoo o wwwkZw	o{wwo{wkZwwww      ZcVZRsg?V
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